• School Mathematics
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• v.11 no.3
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• pp.335-349
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• 2009

The purpose of this study is to explore how a mathematics teacher's beliefs about mathematics and teaching and learning and mathematics and how such beliefs are related to her knowledge manifested in her mathematics instruction. The study illustrates images of teaching practice of an American mathematics teacher in middle grades mathematics classrooms. Results suggest that the teacher seems consistent in teaching in terms of her beliefs about mathematics and learning and teaching mathematics in some degrees. In particular, the teacher's beliefs affected the ways in which mathematics teacher organized and structured her lessons.

• School Mathematics
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• v.12 no.2
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• pp.97-111
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• 2010

The purpose of this study is to examine a preservice elementary mathematics teacher's beliefs and stated-actions in which she planned and implemented mathematical activities in a field experience within a mathematics methods course. Results show that the preservice teacher seemed to be dealing with conflicts and trying to resolve them in order to make sense to herself. Results also suggest that the preservice teacher's beliefs about how children learn seem to get confirmed through the field experiences so that she was able to articulate, which influence her experience of focusing on an individual child. This, in turn, induces her to elaborate her beliefs. These processes would explain her beliefs and actions as a sensible system.

• Research in Mathematical Education
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• v.17 no.3
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• pp.153-167
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• 2013

Mathematics has been stereotyped as a male-dominated subject, and there is considerable evidence to support this belief. There has been much research in the past three decades on gender-related differences in elementrny and secondrny school mathematics. The research found that teachers possess different beliefs about male and female students that influence their teaching behaviour, which then directly or indirectly impact their students' behaviours, beliefs, and achievements in mathematics. Based on data collected from teacher questionnaire surveys in the Chinese Mainland and Hong Kong, this study examines teachers' beliefs about the achievements of boys and girls in mathematics. The study also compares the findings in the two regions surveyed. Results showed that teachers gave more attention to boys than girls, regardless of the teacher's gender. Not only are teachers more likely to recall more boys than girls, but also more boys than girls with average academic standards.

• Education of Primary School Mathematics
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• v.2 no.1
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• pp.15-26
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• 1998

Teachers beliefs for the mathematics can have a powerful impact on how children go about learning mathematics, and theirs mathematical beliefs and abilities. In this study, \circled1 to divided teacher's mathematical beliefs into three - absolutism, progressive absolutism, constructivism - and to search into a theoretical characteristic, \circled2 to analyze and criticize the problems of the behaviorism and to investigate a point of basic view of the constructivism on mathematics education, \circled3 to suggest teacher's a role in mathematics learning be based on the constructivism perspective .

• Journal of Elementary Mathematics Education in Korea
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• v.5 no.1
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• pp.121-142
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• 2001

The purpose of this study is to investigate elementary teacher's beliefs and attitudes about mathematics and how those reflect their teaching practices. For this goal : (1) Designing questionnaire to measure elementary teachers' beliefs and attitudes about mathematics (2) Inquiring into character of elementary teacher's beliefs and attitudes about mathematics after analyzing questionnaire (3) Analyzing two teachers' mathematics teaching practices to understand how teacher's beliefs and attitudes affect mathematics teaching practices.

• Communications of Mathematical Education
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• v.34 no.4
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• pp.485-506
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• 2020

The purpose of this study is to analyze of the effect in Mathematics Teachers beliefs on their students beliefs by Latent Class Regression Model (LCRM). For this analysis, the study used the findings and surveys of Kang, Hong (2020) who developed a belief profile by analyzing the mathematical beliefs of 60 high school teachers and 1,850 second-year high school students learning from them through the Latent Class Analysis (LCA). As a result It was observed that 'Nature of Mathematics', 'Mathematic Teaching' and 'Mathematical Ability' of mathematics teachers beliefs influence the mathematical beliefs of students. The teacher's belief of 'Nature of Mathematics' statistically significant effects on students' beliefs in 'School Mathematics', 'Problem Solving', 'Mathematics Learning'. The teacher's belief of 'Teaching Mathematics', 'Mathematical Ability' statistically significant effects on students' beliefs in 'School Mathematics', 'Problem Solving', 'Self-Concept'. The results of this study can give a preview of the phenomenon in which teacher's mathematical beliefs are reproduced into student's mathematical beliefs. In addition, the results of observation of this study can be used to the contents that can achieve the purpose of reorientation for mathematics teachers.

• Research in Mathematical Education
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• v.26 no.4
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• pp.333-349
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• 2023

Recently, AI has become a crucial tool in mathematics education due to advances in machine learning and deep learning. Considering the importance of AI, examining teachers' beliefs about AI in mathematics education (AIME) is crucial, as these beliefs affect their instruction and student learning experiences. The present study developed a scale to measure preservice teachers' (PST) beliefs about AIME through factor analysis and rigorous reliability and validity analyses. The study analyzed 202 PST's data and developed a scale comprising three factors and 11 items. The first factor gauges PSTs' beliefs regarding their roles in using AI for mathematics education (4 items), the second factor assesses PSTs' beliefs about using AI for mathematics teaching (3 items), and the third factor explores PSTs' beliefs about AI for mathematics learning (4 items). Moreover, the outcomes of confirmatory factor analysis affirm that the three-factor model outperforms other models (a one-factor or a two-factor model). These findings are in line with previous scales examining mathematics teacher beliefs, reinforcing the notion that such beliefs are multifaceted and developed through diverse experiences. Descriptive analysis reveals that overall PSTs exhibit positive beliefs about AIME. However, they show relatively lower levels of beliefs about their roles in using AI for mathematics education. Practical and theoretical implications are discussed.

• Research in Mathematical Education
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• v.18 no.4
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• pp.257-272
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• 2014

This paper examines and presents descriptions of 12 prospective primary teachers' views on the nature of mathematics in USA. All the participants were elementary teacher candidates enrolled in the same mathematics method courses. Interview data show that the prospective primary teachers possess two kinds of views on the nature of mathematics: primarily traditional and even mix of traditional and nontraditional beliefs in terms of Raymond's (1997) belief criteria. Implications for teacher education were discussed at the end of the paper.

• The Mathematical Education
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• v.41 no.2
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• pp.173-187
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• 2002

The purpose of this study through ethnographic inquiry is to describe how an elementary teacher teaches mathematics with understanding. The ways that teachers'beliefs affect instructional activities, what means understanding from the view of cognitive psychology, and ethnographic research tradition were reviewed to anchor theoretical background of this study. A third-grade teacher and his 45 students were selected in order to capture vivid and thick descriptions of the teaching and learning activities of mathematics. Three major sources of data, that is, participant-observation with video taping, formal and informal interviews with the teacher and his students, and a variety of official documents were collected. These data were analyzed through two phases: data analysis in the field and after the fieldwork. According to data analysis, ‘teaching mathematics with understanding’ was identified as the teachers central belief of teaching mathematics. In order to implement his belief in teaching practices, the teacher made use of three strategies: ⑴ valuing individual student's own way of understanding, ⑵ bring students' everyday experiences into mathematics classroom, and ⑶ lesson objectivies stated by students. It is suggested for future research that concrete and specific norms of mathematics classroom for the improvement of mathematics understanding are needed to be identified and that experienced and skillful teachers' practical knowledge should be incorporated with theories of teaching mathematics and necessarily paid more attention by mathematics educators.

• Research in Mathematical Education
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• v.11 no.4
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• pp.221-234
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• 2007

A comparison of mathematics teachers' personal beliefs between in- and pre-service teachers for Chinese secondary schools (grades 7-12) about mathematics theories, teaching and learning has been studied. In-service teachers' beliefs are close to constructivist's aspect and pre-service teachers' beliefs are close to absolutist's views. Based on the results, we give some suggestions to both teacher education and in-service teachers' training.